Developing Feasible and Effective School-Based Interventions for Children With ASD – A Case Study of the Iterative Development Process

The authors note that despite an emphasis on identifying evidence-based practices among researchers and using evidence-based practices among professionals in the field of education, there are still problems with uptake and implementation in real-world settings. The authors suggest that lack of diffusion of practices is evident in educational programming for children with autism spectrum disorder (ASD). This article provides a description of the iterative process used to develop the Advancing Social-Communication and Play (ASAP) intervention, a supplemental program designed for public preschool classrooms serving students with ASD, and examples of how data from the sequence of iterative design studies shaped the intervention development. The research team offers guidelines for other researchers looking to engage in intervention development using an iterative process in the context of partnerships with end users, including suggestions for planning and executing an intervention development grant.

Steinbrenner, Jessica R. Dykstra, Watson, Linda R., Boyd, Brian A., Wilson, Kaitlyn P., Crais, Elizabeth R., Baranek, Grace T., Flippin, Michelle, and Flagler, Sally. (2015). Developing Feasible and Effective School-Based Interventions for Children With ASDA Case Study of the Iterative Development Process. Journal of Early Intervention, 37, 23-43.

About rickyWburk

Ricky W. Burk, CCC-SLP, BCS-F, is a speech-language pathologist who provides in-home therapy for adolescents and adults residing in Tennessee and Mississippi who stutter. His career includes PreK, elementary, middle, and high school practice, undergraduate & graduate faculty appointments, skilled nursing, national & international consultation, private practice, and national & international speaking presentations. He holds the American Speech-Language Hearing Association Certificate of Clinical Competence, and he is a Board Certified Specialist in Fluency Disorders. He is the ASHA Continuing Education Administrator for the National Association for Speech Fluency.
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